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Article Open Access June 28, 2023

At the center of it all: How personality amplifies centrality’s effects on physics ability

Hans Muehsler 1,*
1
ETRA, Northern Illinois University, DeKalb, Illinois, USA
Publihed in: Current Research in Public Health (Volume 3, Issue 2, 2023)
Page(s): 122-134
DOI: 10.31586/ojer.2023.661
Received
March 19, 2023
Revised
May 30, 2023
Accepted
June 27, 2023
Published
June 28, 2023
Keywords
Physics Education Research; Social Network Analysis; Personality; Moderation Analysis
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright: Copyright © The Author(s), 2023. Published by Scientific Publications
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Cite This Article

APA Style
Muehsler, H. (2023). At the center of it all: How personality amplifies centrality’s effects on physics ability. Current Research in Public Health, 3(2), 122-134. https://doi.org/10.31586/ojer.2023.661
ACS Style
Muehsler, H. At the center of it all: How personality amplifies centrality’s effects on physics ability. Current Research in Public Health 2023 3(2), 122-134. https://doi.org/10.31586/ojer.2023.661
Chicago/Turabian Style
Muehsler, Hans. 2023. "At the center of it all: How personality amplifies centrality’s effects on physics ability". Current Research in Public Health 3, no. 2: 122-134. https://doi.org/10.31586/ojer.2023.661
AMA Style
Muehsler H. At the center of it all: How personality amplifies centrality’s effects on physics ability. Current Research in Public Health. 2023; 3(2):122-134. https://doi.org/10.31586/ojer.2023.661 
@Article{crph661,
AUTHOR = {Muehsler, Hans},
TITLE = {At the center of it all: How personality amplifies centrality’s effects on physics ability},
JOURNAL = {Current Research in Public Health},
VOLUME = {3},
YEAR = {2023},
NUMBER = {2},
PAGES = {122-134},
URL = {https://www.scipublications.com/journal/index.php/OJER/article/view/661},
ISSN = {2831-5162},
DOI = {10.31586/ojer.2023.661},
ABSTRACT = {The social aspect of education is an important part of the learning process. In this study two research questions were asked to explore this idea. Social network analysis provided multiple measures of AP Physics 1 students’ network centrality. These measures were used to predict physics achievement. Further, survey results measuring extroversion (EPI, alpha=.84-.94), motivation (PGOS, alpha=.64-.83), and self-efficacy (SOSESC, alpha=.94) were used to determine students’ personality characteristics. These personality results were used as moderators for the moderation analysis. The sample consisted of 106 students from a large, Midwestern, suburban high school taking AP Physics 1. Numerous centrality measures significantly correlated with physics achievement. Extroversion and self-efficacy increased the effect of centrality in most cases, whereas motivation did not change the centrality-achievement relationship. In most cases, having many, high quality connections was beneficial to learning physics, but personality characteristics must also be included in pedagogical decisions. Based on the results, teachers are strongly advised to account for personality and student connections when forming groups.},
}
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%A Muehsler, Hans
%D 2023
%J Current Research in Public Health

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%T At the center of it all: How personality amplifies centrality’s effects on physics ability
%M doi:10.31586/ojer.2023.661
%U https://www.scipublications.com/journal/index.php/OJER/article/view/661

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UR  - https://www.scipublications.com/journal/index.php/OJER/article/view/661
AB  - The social aspect of education is an important part of the learning process. In this study two research questions were asked to explore this idea. Social network analysis provided multiple measures of AP Physics 1 students’ network centrality. These measures were used to predict physics achievement. Further, survey results measuring extroversion (EPI, alpha=.84-.94), motivation (PGOS, alpha=.64-.83), and self-efficacy (SOSESC, alpha=.94) were used to determine students’ personality characteristics. These personality results were used as moderators for the moderation analysis. The sample consisted of 106 students from a large, Midwestern, suburban high school taking AP Physics 1. Numerous centrality measures significantly correlated with physics achievement. Extroversion and self-efficacy increased the effect of centrality in most cases, whereas motivation did not change the centrality-achievement relationship. In most cases, having many, high quality connections was beneficial to learning physics, but personality characteristics must also be included in pedagogical decisions. Based on the results, teachers are strongly advised to account for personality and student connections when forming groups.
DO  - At the center of it all: How personality amplifies centrality’s effects on physics ability
TI  - 10.31586/ojer.2023.661
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